Finish Line English Language Arts, Third Edition by fusioned1

Table of COntents About Finish Line English Language Arts

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Unit 1: Key Ideas and Details in Literary Text 7

Lesson 1

RL.5.1

Supporting Inferences in Literary Text

Lesson 2

RL.5.2

Determining the Theme of a Poem – – – – – – – – – – – – – – – – – – – – – – – 18

Lesson 3

RL.5.2

Determining the Theme of a Story or Play – – – – – – – – – – – – – – – 27

Lesson 4

RL.5.2

Summarizing a Literary Text

Lesson 5

RL.5.3

Comparing and Contrasting Characters

Lesson 6

RL.5.3

Comparing and Contrasting Settings – – – – – – – – – – – – – – – – – – – – 56

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Unit 1 Review – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 65 Unit 2: Key Ideas and Details in Informational Text 72

Lesson 7

RI.5.1

Supporting Inferences in Informational Text

Lesson 8

RI.5.2

Determining Main Ideas and Details – – – – – – – – – – – – – – – – – – – – 82

Lesson 9

RI.5.2

Summarizing Informational Text

Lesson 10 RI.5.3 Explaining Relationships in Text

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Unit 2 Review – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 111 Unit 3: Craft and Structure in Literary Text 119 Lesson 11 RL.5.4 Word Meaning and Figurative Language

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120

Lesson 12 RL.5.5

Understanding Literary Structure – – – – – – – – – – – – – – – – – – – – – – 129

Lesson 13 RL.5.6

Understanding Point of View

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Unit 3 Review – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 149 Unit 4: Craft and Structure in Informational Text 156 Lesson 14 RI.5.4

Understanding Word Meanings – – – – – – – – – – – – – – – – – – – – – – – – – 157

Lesson 15 RI.5.5 Comparing Informational Text Structure:

Problem and Solution, Chronology – – – – – – – – – – – – – – – – – – – – – 166

Lesson 16 RI.5.5 Comparing Informational Text Structure:

Cause and Effect, Comparison Lesson 17 RI.5.6

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Analyzing Relationships in Informational Text

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Unit 4 Review – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 203

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Unit 5: Integration of Knowledge and Ideas in Literary Text 209 Lesson 18 RL.5.7

Understanding Visual Elements in Literary Texts – – – – – – – 210

Lesson 19 RL.5.9

Comparing and Contrasting Stories – – – – – – – – – – – – – – – – – – – – 219 Unit 5 Review – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 233

Unit 6: Integration of Knowledge and Ideas in Informational Text 238 Lesson 20 RI.5.7

Drawing Information from Multiple Sources – – – – – – – – – – – – 239

Lesson 21 RI.5.8

Identifying Supporting Information – – – – – – – – – – – – – – – – – – – – 252

Lesson 22 RI.5.9

Integrating Information from Multiple Sources

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262

Unit 6 Review – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 275 Unit 7: Writing on Demand 282 Lesson 23 W.5.2, 4–6, 9 The Writing Process Lesson 24 W.5.1, 4–6, 8

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Argumentative Writing – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 293 – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

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Lesson 25 W.5.2, 4–6, 8, 9 Informational Writing Lesson 26 W.5.3–6, 9 Narrative Writing Lesson 27 L.5.1–3

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Rules of English – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 303

Lesson 28 L.5.4, 5 Vocabulary

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Unit 7 Review – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 325

Glossary

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CCSS RL.5.2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

LESSON

PAR

Determining the Theme of a Story or Play Introduction

THEME:

Memorable Moments

The theme is the big idea of a story or play. It is a lesson or messages about life that the author wants to share. To understand the theme of a story, you must make an inference, or a logical guess, based on the events in a story or play and how the main character responds to those events. You must also identify the main conflict in the story, and then ask how the conflict is resolved. For example, if a character overcomes a big problem by working hard, the theme might be that hard work pays off. The author establishes theme through the characters’ responses to events, and through description and dialogue. Look at the illustration. Think about how the girl feels in each illustration, Then complete the chart.

What challenge does the character face?

She is trying to shape a bowl on the potter’s wheel.

How does she respond to the challenge at first? What happens in the end?

What is the theme or lesson?

Remember, the theme of a story is the lesson or message. To identify the theme, you should look at how characters respond to challenges. UNIT 1 Key Ideas and Details in Literary Text

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PAR

Focused Instruction

Lesson 3

Read the first part of the story. Then answer the questions.

Detectives with Backpacks by Shandra White It was Jason’s fault that she was late. Her brother seemed to take longer in the bathroom every day. That was something to take up at a family meeting. 1

Katrina was glad for her soccer training as she ran the last block to school, although she never played soccer while wearing a backpack full of books. The five-minute bell had rung, and kids were filing into the building. Katrina hated being late for anything, even school. You never know what you might miss, and she was proud of her perfect attendance record. 2

A knot of kids was talking excitedly in front of Room 114. The classroom door was ajar, but here were Monica and Henry and the Hazewood twins and two or three others all jabbering at once. Katrina heard the words “police” and “stolen” before Emma Hazewood half-turned and saw her. 3

“Katrina, have you heard?”

“Heard what?”

Six kids started talking, but it was Monica Peters, a head taller than anyone else, who broke in and said, “Quiet, all of you. Let me tell it.” She was excited and out of breath. “The police were just here, and they took Mr. Dabney away.” 6

“Mr. Dabney the custodian?” Katrina wasn’t sure she had heard Monica correctly. “Mr. Dabney” and “police” hardly belonged in the same sentence together. 7

“You know any other Mr. Dabney?” Monica said. “You know the money the PTA raised to pay for new band instruments? Well, Mr. Dabney stole it.” 8

“Oh, come on, Monica! You don’t know that!” Henry Campbell said. “’Innocent until proven guilty.’” 9

“Oh, right, Henry,” Monica said. “They found the envelope in his broom closet and a big wad of cash in his wallet. And maybe you don’t know this,” she added importantly to Katrina, “but my mom told me that Mr. Dabney has been in trouble with the police before!” 10

UNIT 1 Key Ideas and Details in Literary Text © The Continental Press, Inc. DUPLICATING THIS MATERIAL IS ILLEGAL.

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PAR

Focused Instruction

Lesson 3

“That still isn’t proof of anything,” Henry objected, but just then the door opened fully and Ms. Vetzner stood there with her stern face on. 11

“Class, it’s nine o’clock. And maybe you don’t know this,” she said, with a look at Monica, “but a wise man once called gossip ‘the evil tongue.’” The teacher made sure she made eye contact with everyone. 12

“Now, let’s get started on our work for today, and we’ll let the police do theirs.” 13

Think About It What challenge does the main character Katrina face? To answer the question, think about what Katrina does and thinks. What has happened to Mr. Dabney? ________________________________________ _______________________________________________________________________ Read these lines from the story “‘Mr. Dabney the custodian?’ Katrina wasn’t sure she had heard Monica correctly. ‘Mr. Dabney’ and ‘police’ hardly belonged in the same sentence together.” What can you infer about Katrina’s opinion of Mr. Dabney? ____________________ _______________________________________________________________________ What does the teacher tell Monica about gossip? _____________________________ _______________________________________________________________________ What is the main problem Katrina has? _____________________________________ _______________________________________________________________________

UNIT 1 Key Ideas and Details in Literary Text

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PAR

Focused Instruction

Lesson 3

Continue reading the passage. Then answer the questions. A CloseR Look How does Katrina feel about the story she’s just heard? Circle words the author uses to describe Katrina’s actions after hearing about Mr. Dabney.

Still talking, the kids filed into class. Katrina hung back, last in line. She was thinking of the first grade, when she was always leaving her jacket or a book or something behind in class. Mr. Dabney had seemed like a giant from a fairy tale to her then, monstrous and slow-moving and a little scary. When he frowned and said, “Oh, Katrina, not again!” he might as well have been saying “fee-fie-fo-fum.” But he was really very kind. He would joke and chat with her dad as he unlocked the classroom door for her, and he would always leave her with a smile. Everyone liked Mr. Dabney. Katrina couldn’t imagine him being a thief. 14

“That’s impossible!” she murmured aloud, entering the classroom just before Ms. Vetzner shut the door behind her. 15

What did Katrina learn about Mr. Dabney as she came to know him?

Part A How does Katrina’s memory of Mr. Dabney contribute to the theme of the story? A It shows that Mr. Dabney has worked at the school for a long time. B It shows that Mr. Dabney is very sneaky and cannot be trusted. C It shows that things are not always as they seem at first. D It shows that Katrina doesn’t have a very good memory.

Part B Which detail from the story best supports the answer to Part A? “She was thinking of the first grade, when she was always leaving A her jacket or a book or something behind in class.” B “When he frowned and said, ‘Oh, Katrina, not again!’” C “Mr. Dabney always seemed like a giant from a fairy tale to her then, monstrous and slow-moving and a little scary.” “Everyone liked Mr. Dabney. Katrina couldn’t imagine him being a D thief.”

Discuss It Think about the story’s theme. Do you know of other stories that share this theme? Turn to another student and talk about other stories that share the theme that things or events are not always as they first seem.

UNIT 1 Key Ideas and Details in Literary Text © The Continental Press, Inc. DUPLICATING THIS MATERIAL IS ILLEGAL.

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PAR

Guided Practice

Lesson 3 Read the play. Then answer the questions.

Jamestown A CLOSER LOOK What has Pocahontas done for Captain John Smith and the settlers before? Underline the lines that tell you.

CAST: POCAHONTAS, the daughter of Chief Powhatan CAPTAIN JOHN SMITH, an English colonist scene 2 It is midnight in Jamestown in the colony of Virginia. POCAHONTAS enters, running. She knocks at the door of CAPTAIN SMITH’S cabin. SMITH: (within) Who knocks? POCAHONTAS: Pocahontas! CAPTAIN JOHN SMITH comes from the cabin. POCAHONTAS: Powhatan is coming! He is coming with his braves! They come creeping while you sleep! SMITH: What is this? POCAHONTAS: They come to take you prisoner! SMITH: What? Now? (runs hands through hair) It is brave of you to warn us, Pocahontas. POCAHONTAS: I could not bear it if bad things happened. I love my father, but I hate the fighting. SMITH: You have saved us, Pocahontas. This is the second time you have saved me. POCAHONTAS starts to go. POCAHONTAS: Good-bye, Captain. I go now. SMITH: Girl! Girl! You must not go! They will know you warned us! POCAHONTAS: They will not know, Captain. At midnight they were to leave the camp. I will get back by that time. SMITH: It is midnight now. They have missed you by this time, Pocahontas. POCAHONTAS: (fearfully) What shall I do? What shall I do? SMITH: You must stay with us. POCAHONTAS: I cannot leave my father, Captain. (She starts to go.) SMITH: You must not go! I fear not even your father can save you now! UNIT 1 Key Ideas and Details in Literary Text

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PAR

Guided Practice

Lesson 3

Pocahontas: I do not know what to do. Smith: You are so brave, Pocahontas! Stay with us. Do not go back.

Why does Pocahontas say she came to the cabin?

1 What challenge does Pocahontas face? A She must go against her people to help the settlers. B She is not allowed to visit the settlement. C She does not like the settlers. D She is afraid of Powhatan.

What does Captain Smith say about her?

2 What can you infer about Pocahontas? A She is disobedient. B She is brave. C She is angry. D She is friendly.

What is the message the play is trying to convey?

3 What is the theme of the play? A Disobeying your parents is wrong. B You should always help strangers. C You should think carefully about your actions. D Courage is doing the right thing even when you are afraid.

How do Pocahontas’s actions and words support the theme?

4 What details from the play support the theme? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

UNIT 1 Key Ideas and Details in Literary Text © The Continental Press, Inc. DUPLICATING THIS MATERIAL IS ILLEGAL.

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PAR

Independent Practice

Lesson 3

Read the story. Then answer the questions.

The Guitar “I can’t believe we had cereal again,” Josh complained as he and his friend Steven walked from the cafeteria to their morning activity. 1

“Hey, what do you expect? This is summer camp, man!” Steven said, elbowing Josh in the ribs. 2

As the boys passed the office, they noticed a familiar face through the window. 3

“I wonder what Gary’s doing in there,” Josh said. “He looks worried.” Josh paused and turned back toward the office window. 4

“I’m sure it’s nothing. Come on, we’re going to be late for music,” Steven said, walking faster toward a structure in the middle of the camp. 5

The boys walked into the building, their eyes slowly adjusting to the dim lights. A group of kids were huddled together, talking quietly. 6

Josh pulled on his friend Aidan’s shirt. “Hey, what’s going on?” he asked quietly. 7

Aidan looked around and lowered his voice. “You won’t believe this, Josh, but Gary stole the electric guitar. He must have taken it from the music room last night. He’s in the camp’s office now! Jennifer says she saw him coming in here late yesterday,” Aidan said. And then, as if to prove his point, he added, “She said Gary looked really suspicious.” 8

Josh sank down into a chair. Josh thought about the events of the day before. Ms. Ramos had said that everyone would be performing for their families at the end of camp by playing a musical instrument. Gary had said how much he wanted to play the electric guitar. But then again, everyone wanted to play the electric guitar. Josh remembered something else, something far more troubling. After dinner, Gary had left early, saying something about finding the baseball cap he’d lost. 9

As much as Josh didn’t want to admit it, he couldn’t deny the facts. His best friend Gary was a thief—the evidence was right there, for everyone to see. Josh sighed and looked around. The rest of the kids were still huddled, talking quietly. Then suddenly, the door opened and Gary walked in; the room grew quiet. Josh looked away, and the other kids turned their backs. 10

UNIT 1 Key Ideas and Details in Literary Text

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PAR

Independent Practice

Lesson 3

“What’s up?” Gary asked, looking first to the group of kids and then to Josh. “Did something happen?” 11

Josh paused, and then began to speak. But then he noticed Gary’s baseball cap. “Hey, I thought you said you lost that?” he asked. 12

“Ah, yeah,” Gary replied. “I did, but the camp counselor found it and gave it back to me. Pretty lucky, huh?” he said, smiling. 13

Josh hesitated. He wanted to ask about the electric guitar, but he didn’t know exactly what to say. Just then, Ms. Ramos opened the door. In her right hand was a guitar case. She paused, unsure why all eyes in the room were on her and why the room had gone silent. 14

Steven spoke up first. “Where’d you find the guitar, Ms. Ramos?” he asked, glancing over at Gary as he spoke. 15

Ms. Ramos walked into the room and set the guitar case down. “I took it with me last night to replace the strings,” she explained, taking the guitar out. She strummed the strings, and looked up cheerfully. “See, good as new!” 16

Josh relaxed, grinning. “Yeah. Good as new,” he repeated, smiling at Gary.

1 What is the problem that Josh faces? A He does not like summer camp. B He is sick of cereal for breakfast. C He believes his best friend is a thief. D He does not like to face the truth.

2 Josh is clearly bothered by the evidence against Gary that seems to be piling up. Choose two details from the story that show that Josh is upset by the idea that Gary stole the guitar. A “Josh sank down into a chair.” B “Josh pulled on his friend Aidan’s shirt.” C “But then again, everyone wanted to play the electric guitar.” D “Josh looked away, and the other kids turned their backs.” E “Gary had said how much he wanted to play the electric guitar.” F “ Josh relaxed, grinning. ‘Yeah. Good as new,’ he repeated, smiling at Gary.”

UNIT 1 Key Ideas and Details in Literary Text © The Continental Press, Inc. DUPLICATING THIS MATERIAL IS ILLEGAL.

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PAR

Independent Practice

Lesson 3

3 Part A How does Ms. Ramos’s appearance at the end of the story best contribute to the theme? A It shows that people were right about their assumptions. B It shows that people are sensitive to body language. C It shows that people should not jump to conclusions without all the facts. D It shows that people usually want to think the worst about others.

Part B Which detail from the story best supports the answer to Part A? A “‘I took it with me last night to replace the strings,’ she explained, taking the guitar out.” B “She strummed the strings, and looked up cheerfully.” C “‘See, good as new!’” D “Josh relaxed, grinning. ‘Yeah. Good as new,’ he repeated, smiling at Gary.”

4 The theme of the story is that appearances can be deceiving. How do Josh’s and the other kids’ reactions to the missing guitar help develop the theme? Use at least two details from the story to support your answer.

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UNIT 1 Key Ideas and Details in Literary Text

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TABLE OF CONTENTS Introduction – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 3 Format of Books

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Suggestions for Use

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Annotated Answer Key and Extension Activities – – – – – – – – – – – 9

ISBN 978-0-8454-7879-0 Copyright © 2015 The Continental Press, Inc. Excepting the designated reproducible blackline masters, no part of this publication may be reproduced in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. All rights reserved. Printed in the United States of America.

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3 Determining the Theme of a Story or Play

PAGES

27 AND 28

Common Core State Standard RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

THEME: Memorable Moments PAR

At first, she is frustrated.

1 Introduction Introduction

Read, or have students read, the instructional text. Work through the example as a class. Students should look closely at the illustrations and identify the challenge in the situation. Discuss the theme or message shown through the illustrations.

She is able to make a bowl. While some things look easy, they often require practice and patience to achieve.

PAR

2 Focused Instruction Focused Instruction Title: Detectives with Backpacks Genre: Realistic Fiction Lexile® Measure: 1070L

Guide students as they work together as a class, in pairs or groups, or individually. Offer assistance to students as needed.

Vocabulary To help with comprehension, review these vocabulary words with students before they read the passage. Write the words on the board and keep them displayed so students can refer to them when they read independently. ajar, jabbering, monstrous, murmured

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UNIT 1

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LESSON

3 Determining the Theme of a Story or Play

PAGES

29 AND 30

He has been taken away by the police for questioning about stealing PTA money.

Speaking/Listening Activity In small groups or pairs, have students discuss what Ms. Vetzner means when she quotes that gossip is “the evil tongue.” Have students discuss ways they can help stop rumors and gossip in the school.

She is surprised that Mr. Dabney would be in trouble with the police, so she doesn’t think he’s a thief. She says it’s “the evil tongue,” meaning that it is not a good idea to gossip. She doesn’t know what to think about the information her classmates have told her about Mr. Dabney.

A Closer Look Use A Closer Look to have students increase their understanding of the text. Remind students to use the hint box to help them answer the question.

Discuss It For this discussion activity, you can choose to have students discuss in pairs, in groups, or as a class.

ELL Support Discuss synonyms with students. Choose words such as glad, talking, and excited from the story and ask students to think of synonyms. Then have students create lists of synonyms using texts from the class.

UNIT 1

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PAGES

31 AND 32

LESSON

3 Determining the Theme of a Story or Play

PAR

Practice Guided Practice 3 Guided

Title: Jamestown Genre: Drama Lexile® Measure: N/A Students should complete the Guided Practice section on their own. Offer assistance as needed, pointing out the A Closer Look and Hint call-out boxes along the left side of the page.

Vocabulary colonist, colony, creeping

Media/Research Activity Pocahontas sneaks away from her people in order to warn Captain John Smith and the settlers about an imminent attack. She says that she hates fighting and does not want to see anyone harmed. She does this even though she is scared for herself and for others.

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Use the Historic Jamestowne website to discover more information about the colony and the people who lived there. Use the video clips and interactive time lines at www.historicjamestowne. org/archaeology. Discuss with students the real stories of Pocahontas and Captain John Smith versus the commonly-told versions.

UNIT 1

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LESSON

3 Determining the Theme of a Story or Play

PAGES

33 AND 34

PAR

Practice I ndependent Practice 4 Independent

Title: The Guitar Genre: Realistic Fiction Lexile® Measure: 620L Have students complete the Independent Practice on their own. Students can complete it at home, or during class.

Vocabulary evidence, structure, strummed, suspicious

PAR

Practice I ndependent Practice 4 Independent

Answer Analysis

1 Choice C is correct. The main conflict of the story is Josh’s acceptance of the loose evidence that suggests his best friend is a thief. Choice A is incorrect. This detail is not in the story. Choice B is also incorrect. While Josh declares that he is sick of cereal at the beginning of the story, this is not the central conflict he faces. Choice D is incorrect. Josh begins to believe the rumors about his friend, but they prove untrue. 2 Choices A and D are correct. The details that reflect Josh’s conflict have to do with his body language. Sinking down in a chair shows despair, and looking away shows discomfort. Choices B and C are incorrect. They describe Josh’s action and thoughts, but these are not connected to how Josh feels upset about his friend possibly being a thief. Choice E is incorrect. Remembering how Gary wanted to play the guitar does not show that Josh is upset with the idea that his friend is a thief. Choice F is incorrect. It shows Josh’s relief rather than his discomfort.

UNIT 1

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RL.5.2 DOK 1

RL.5.2 DOK 2

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PAGE

LESSON

3 Determining the Theme of a Story or Play

RL.5.2 DOK 3

RL.5.2 DOK 3 The campers jump to the conclusion that Gary stole the guitar. For example, Aidan tells Josh, “You won’t believe this, Josh, but Gary stole the electric guitar. He must have taken it from the music room last night. He’s in the camp’s office now!” And Josh is ready to jump to the same conclusions when the author notes, “As much as Josh didn’t want to admit it, he couldn’t deny the facts. His best friend Gary was a thief.” The author uses this conflict to develop the idea that appearances can be misleading. Everyone, including Josh’s friend Steven, uses slim evidence to conclude that Gary has stolen the guitar. Then, when Ms. Ramos comes in with the guitar, the author develops the theme further by showing that appearances were, in fact, misleading.

3 PART A Choice C is correct. Ms. Ramos’s appearance with the guitar shows that despite the evidence against Gary, there was another explanation about what happened to the guitar. Choice A is incorrect. Ms. Ramos’s appearance has the opposite effect since she is carrying the guitar case. Choice B is incorrect. This detail is not supported by the story. Choice D is incorrect. Nothing in the text supports this idea. PART B Choice A is correct. The campers thought they had clear evidence that Gary stole the guitar, but the actual events were different. Choices B and C are incorrect. These statements do not contribute to the theme that people should have all the facts before they come to a conclusion. Choice D is incorrect. This statement expresses Josh’s renewed faith in his friend, rather than giving proof that Gary was not the thief. 4 Answers should include details about how all the kids jumped to the same conclusion and did not look for other explanations for the missing guitar. Students may use thoughts, actions, or dialogue as details.

Writing Activity Have students write one or two paragraphs describing how they would feel if they were accused of doing something they had not done.

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UNIT 1

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